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Former Vice President Joe Biden is running for president to restore the soul of the nation. He believes it’s time to remember who we are. We’re Americans: tough and resilient. We choose hope over fear. Science over fiction. Truth over lies. And unity over division. We are the United States of America. And together, there is not a single thing we can’t do. Join Team Joe today:
State Representative Malcolm Kenyatta explains the history of redlining and Joe Biden’s plan for combating housing inequality. Interested in reading the full plan? Get all the details at
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Former Vice President Joe Biden is running for president to restore the soul of the nation. He believes it’s time to remember who we are. We’re Americans: tough and resilient. We choose hope over fear. Science over fiction. Truth over lies. And unity over division. We are the United States of America. And together, there is not a single thing we can’t do. Join Team Joe today:
Donald Trump is unfit to lead the United States of America. Don’t just take our word for it – hear what 2020 Republican National Convention speakers Mike Pompeo, Rand Paul, and Nikki Haley have to say.
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Former Vice President Joe Biden is running for president to restore the soul of the nation. He believes it’s time to remember who we are. We’re Americans: tough and resilient. We choose hope over fear. Science over fiction. Truth over lies. And unity over division. We are the United States of America. And together, there is not a single thing we can’t do. Join Team Joe today:
Join Symone Sanders, Senior Advisor for Biden-Harris Campaign, and Lily Adams, Senior Advisor for the DNC War Room, as they provide live fact-checking and commentary for President Trump’s RNC Day 4 speech.
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Former Vice President Joe Biden is running for president to restore the soul of the nation. He believes it’s time to remember who we are. We’re Americans: tough and resilient. We choose hope over fear. Science over fiction. Truth over lies. And unity over division. We are the United States of America. And together, there is not a single thing we can’t do. Join Team Joe today:
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Former Vice President Joe Biden is running for president to restore the soul of the nation. He believes it’s time to remember who we are. We’re Americans: tough and resilient. We choose hope over fear. Science over fiction. Truth over lies. And unity over division. We are the United States of America. And together, there is not a single thing we can’t do. Join Team Joe today:
Finding ways to increase the numbers of applicants and charter schools led by Black and Latino/a people is a critical area of inquiry. We need high-quality research that can help light a path for how to get there.
That’s why I was excited to read the recent Education Next article, “How Charter School Regulations Harm Minority School Operators,” describing new research on how regulation may be a deterrent to getting more Black and Latino/a people involved in charter schooling. This is a question the organization I lead, the National Association of Charter School Authorizers, is focused on. We want to identify how regulation does and does not advance student learning and the public interest—a core element of state accountability policy and charter school authorizing. Inappropriate and stifling regulation thwarts the ability of aspiring and existing charter school operators, including those of color, to innovate and serve the unique needs of students and families. Effective regulation balances protecting public interests such as addressing opportunity gaps and taxpayer investments, while maximizing the time schools spend on teaching, learning, and meeting student needs.”
Yet, I was disappointed in the article because the study does little to advance our knowledge on that question, in large part because of how the study defines and uses race. Given our country’s long and tortured history of research being used inappropriately as a tool to advance inequity, researchers must take great care in using and interpreting race-based differences.
As a Black researcher who has spent decades trying to understand and advance equity in school systems—especially around charter school authorizing, school discipline, and special education—I’m very interested in research that provides solid evidence to advance issues of racial equity. Unfortunately, this research falls short of that bar.
The study describes searching social media profiles, employee profiles, and local news stories for the point of contact from each charter school application to code applicant race.
The researchers did not ask points of contact how they self-identify. Guessing an applicant’s race based on a picture or other “clues” in their digital footprint instead of how someone self-identifies, creates significant practical and validity challenges and is fraught with error. To “ensure sufficient validity” of their race variable, a second researcher went through a sample of applications, but at best that means the second researcher established the reliability of coder perceptions, not the validity of the measure.
The study also uses one person—the “designated point of contact” on an application—to represent the entire applicant group’s race. There is no reason to think that the perceived race of the point of contact is representative of the applicant group. Assuming that one person’s perceived race somehow represents the school leadership and governing board’s racial make-up is, again, fraught with error.
There are some other significant challenges to the study, including highly questionable measures of state “regulation,” not examining how changes in state regulation relate to changes in applicant approval (particularly important because state regulation changed significantly during the years of the study), and no discussion or examination on the degree to which state regulation relates to student performance, especially for Black and Latino/a students.
I hope the critique of this study doesn’t deter the aspirations of the authors. Their question is a good and important one. I hope the authors and other researchers continue exploring ways to build a robust pipeline of new charter school leaders and board members of color, identify barriers getting in the way, and chart a path forward in how to sustain people of color in charter school systems. There is no doubt that significant barriers exist, including inappropriate regulation, to realizing this vision. I hope this critique serves as a cautionary tale that creating an evidence base on racial differences must be carefully and thoughtfully done, so that ensuing recommendations and actions will lead to real improvement for school leaders, families, and, ultimately, students.
M. Karega Rausch, Ph.D. is the interim president and CEO and serves as the vice president of research and evaluation at the National Association of Charter School Authorizers.
The post Charter Authorizer Responds to “How Charter School Regulations Harm Minority School Operators” appeared first on Education Next.
get headlines https://thecherrycreeknews.com
He was a Republican long before President Donald Trump called himself one, but former senator of Arizona Jeff Flake recognizes the chaos caused by the Trump presidency. That is why he is putting country over party and backing Joe Biden for president.
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Former Vice President Joe Biden is running for president to restore the soul of the nation. He believes it’s time to remember who we are. We’re Americans: tough and resilient. We choose hope over fear. Science over fiction. Truth over lies. And unity over division. We are the United States of America. And together, there is not a single thing we can’t do. Join Team Joe today:
The authors of Common-Sense Evidence: The Education Leader’s Guide to Using Data and Research, Nora Gordon and Carrie Conaway, join Education Next Editor-in-chief Marty West to discuss how leaders and educators can bridge the divide between academic research and real-time classroom application.
“To Broaden Evidence Use Beyond the Federal Law’s Requirements, Use Common Sense,” by Gordon and Conaway, is available now.
The EdNext Podcast is available on iTunes, Google Play, Soundcloud, Stitcher and here every Wednesday.
— Education Next
The post EdNext Podcast: Using Evidence in Education appeared first on Education Next.
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Highlights from Joe Biden’s speech at the 2020 Democratic National Convention. President Donald Trump has stoked fear and division in America. Joe Biden seeks to unite us to Build Back Better.
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Former Vice President Joe Biden is running for president to restore the soul of the nation. He believes it’s time to remember who we are. We’re Americans: tough and resilient. We choose hope over fear. Science over fiction. Truth over lies. And unity over division. We are the United States of America. And together, there is not a single thing we can’t do. Join Team Joe today:
I always found school history and literature boring. Growing up Taiwanese American, I never saw myself or my community represented in my school’s history or literature curriculums. When I entered middle school, however, I slowly began to diverge from school-given reading lists. I would find myself obsessively poring over the work of Asian American writers and historians because their works were one of the only places where I could learn about my culture and community.
One of the most memorable Asian American works I came across was the playscript “The Chinese Lady” written by Lloyd Suh. The script chronicles the journey of the first Chinese woman who was brought to the United States as a circus exhibition. Prior to reading the script, I had never encountered literature—or general resources—that so deftly explored the Asian American diaspora. I loved the play script because it seemed to speak distinctly to me and my community’s experiences. It gave me permission to dream a place for myself within the American narrative. This is why it is absolutely necessary for schools to offer ethnic studies classes.
Across the country, many students of color experience the same distance between their lived experience and their school curriculums. Their literature courses might include a paragraph of Confucius to serve as a “comparative perspective” to European philosophers. In world history classes, curriculums tend to gloss over non-Western regions, highlighting their origins and then neglecting them until they interact with the West. Students learn about Imperial Japan, for example, only after Commodore Perry’s voyage and India only under British rule.
Although one of the main goals of implementing ethnic studies is to create a more representative and resonant history curriculum for students of color, the course benefits all students by helping disrupt antiquated narratives about diverse communities that are taught in history and literature classes. They can also help dispel the idea that ethnic histories happen in a vacuum, connecting the effects of historical events and systems to current day happenings. The books, culture, and history introduced in ethnic studies classes provides a more accurate picture of America, introducing students to the complexity, beauty, and pain of our country.
Ethnic studies classes aren’t a second history or literature class for students. They can offer students critical understanding about racial identity. A study published by Inna Altschul and Daphna Oyserman University of Michigan and Deborah Bybee of Michigan State University found that the more conscious a student is of racism and their racial identity, the more likely they are to perform better in school and life. By instituting these classes, schools can introduce students of color to material that speaks directly to them and motivate all students to prioritize racial inclusion and equity throughout the rest of their lives. In addition, ethnic studies benefits all students—and teachers—by immersing them in racially-conscious literature and curriculums and by encouraging dialogues of race and racial identity within the classroom.
Although reading Asian American texts like “The Chinese Lady” empowered me to explore my identity, every student should have the opportunity to read texts that affirm their identity in school. It is imperative for schools to implement ethnic studies because all students deserve the chance to develop a more culturally-conscious perspective, learn about their community’s history and be able to see and imagine a place for themselves within American history.
If my perception of race and belonging in America was able to be radically transformed by just a few books I read extracurricularly, imagine how transformative an institutionalized ethnic studies course would be for all students.
By: Anouk Yeh
Title: Every Student Should Have the Opportunity to Read Books That Affirm Their Identity
Sourced From: educationpost.org/every-student-should-have-the-opportunity-to-read-books-that-affirm-their-identity/
Published Date: Mon, 24 Aug 2020 20:40:38 +0000
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Former Vice President Joe Biden is running for president to restore the soul of the nation. He believes it’s time to remember who we are. We’re Americans: tough and resilient. We choose hope over fear. Science over fiction. Truth over lies. And unity over division. We are the United States of America. And together, there is not a single thing we can’t do. Join Team Joe today:
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Former Vice President Joe Biden is running for president to restore the soul of the nation. He believes it’s time to remember who we are. We’re Americans: tough and resilient. We choose hope over fear. Science over fiction. Truth over lies. And unity over division. We are the United States of America. And together, there is not a single thing we can’t do. Join Team Joe today:
There are at least 15 million students in this country who don’t have reliable access to the internet. With schools closed during a pandemic, that means these students can’t go to school. We can change that. On Wednesday, August 26, we’re doing something big to change it and we hope you can join.
Voice to Action, our partner site which works to drive activism for child justice across America, is hosting a National Day of Action Demanding Internet For All. Education activists from around the country will join digitally, and in-person, to protest a system that leaves a third of the U.S. student population with no way to go to school.
Some of the largest school districts in the country have already signalled they will be fully virtual in the Fall, including Atlanta, Houston, LA, Philadelphia, Chicago and Phoenix. This cannot work for the students whose families don’t have broadband access.
More than 20,000 of those students are in Philadelphia, home to Comcast, the nation’s fifth largest internet provider. This is why our partner activist, Philly-based educator Zachary Wright, is hosting a Demand #InternetForAll protest outside of Comcast’s headquarters.
So many students and parents and teachers were using parking lots to access public hotspots that the tagline #ParkingLotWiFi trended. This is not sustainable for those families, and this day of action is our chance to show up for our neighbors.
So we’re asking you to use your digital privilege and join us on August 26 to demand the FCC and major internet service providers serve this nation’s students and their families.
Atlanta
EdLanta will be hosting Atlanta #LockedOut, a virtual town hall, streamed live through the Black Wall Street Times. We demand #INTERNETFORALL 15 million students that are #LoggedOut.
Chicago
While Chicago has promised that 100,000 students will have free internet access for up to four years through its Chicago Connected initiative, there are still 15 million students across the country that are #LoggedOut.
St. Paul/Minneapolis
Demand of Comcast: Make every household that has school aged children eligible for the program Internet Essential program even if they are already a customer. Give low-income households unlimited data. Ensure there are no restrictions on usage or slow-down of speeds.
Washington D.C.
Join a moment of national reckoning and help history tell the story of how we lived up to the moment and ensured all Americans access to life in the 21st century, or of how we failed to seize the mantle of leadership.
By: Rob Samuelson
Title: Join the National Day of Action Demanding #InternetForAll
Sourced From: educationpost.org/join-the-national-day-of-action-demanding-internetforall/
Published Date: Mon, 24 Aug 2020 14:20:05 +0000
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Former Vice President Joe Biden is running for president to restore the soul of the nation. He believes it’s time to remember who we are. We’re Americans: tough and resilient. We choose hope over fear. Science over fiction. Truth over lies. And unity over division. We are the United States of America. And together, there is not a single thing we can’t do. Join Team Joe today:
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Former Vice President Joe Biden is running for president to restore the soul of the nation. He believes it’s time to remember who we are. We’re Americans: tough and resilient. We choose hope over fear. Science over fiction. Truth over lies. And unity over division. We are the United States of America. And together, there is not a single thing we can’t do. Join Team Joe today:
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Former Vice President Joe Biden is running for president to restore the soul of the nation. He believes it’s time to remember who we are. We’re Americans: tough and resilient. We choose hope over fear. Science over fiction. Truth over lies. And unity over division. We are the United States of America. And together, there is not a single thing we can’t do. Join Team Joe today:
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Former Vice President Joe Biden is running for president to restore the soul of the nation. He believes it’s time to remember who we are. We’re Americans: tough and resilient. We choose hope over fear. Science over fiction. Truth over lies. And unity over division. We are the United States of America. And together, there is not a single thing we can’t do. Join Team Joe today:
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Former Vice President Joe Biden is running for president to restore the soul of the nation. He believes it’s time to remember who we are. We’re Americans: tough and resilient. We choose hope over fear. Science over fiction. Truth over lies. And unity over division. We are the United States of America. And together, there is not a single thing we can’t do. Join Team Joe today:
The purpose of my new book, Charter School City, is to describe the unprecedented New Orleans school reforms, piece together more than three dozen studies about them from the center I direct, and explain what all of this might tell us about the future of schooling nationally. As a first-of-its-kind reform, New Orleans is a fascinating case study, which I describe by intermingling evidence with stories and interviews from those most intimately involved in the reforms.
Jay Greene, who penned a review of the book for Education Next, and I both seem to agree on many of the book’s main conclusions. We agree that the reforms yielded large and positive effects on a wide variety of metrics: test scores, high school graduation rates, college-going, achievement/opportunity gaps, and parent satisfaction. We agree that these effects were at least partially due to the unusual conditions of New Orleans and therefore may not generalize to other cities and states. We agree that it is important to understand why those effects emerged in New Orleans.
That might be where the agreement ends, but it’s difficult to tell. Greene focuses his unsuccessful critique on one specific conclusion that “closing and taking over low-performing schools was the factor above all others, that explains the improved student outcomes,” and that choice and competition were not key factors. The first problem with his critique is its focus on such a narrow part of the book.
The second problem is that even this narrow line of attack, as he has written it, doesn’t make much sense. Greene would like you to believe that my conclusion on school takeover is based on a single flimsy analysis. In reality, it is based on five different and compelling types of evidence:
Put another way, to argue that school takeovers were not the driving force behind improved student outcomes, as Greene seems to suggest, you have to believe most of the following: (a) we made some kind of unspecified error in the New Orleans analysis—an error that neither he nor any other peer reviewer has identified; (b) that those errors had no effect, or the opposite effect, in Baton Rouge; (c) that students actually do better in low-performing schools or that our measures of school performance (value-added) are wrong, despite considerable evidence to the contrary; (d) that all the education leaders in New Orleans I spoke with are wrong about what drove the measurable improvement; and (e) that we made an another large, unspecified error in the follow-up study decomposing the effects into different parts. I will let readers judge for themselves whether this scenario is likely. But the key is that Greene does not attempt to make a case that any of this is true.
Another way Greene might have approached his critique would have been to argue that factors other than school takeover mattered even more. He mentions choice and competition as an alternative possibility, but he does not attempt to rebut the evidence I present that these were not key factors. I present evidence that families, in choosing schools, focus on practical factors like distance and after-school care, as well as extracurricular activities, not the outcome measures whose improvement I was trying to explain. I present evidence that essentially all schools were guaranteed sufficient enrollment, which greatly reduced competitive pressures. I summarize the large national research base showing that the effects of competition, while positive, are widely considered to be small. He does not question any of this evidence or even propose a theory about why these findings might be misleading.
Greene does point out, correctly, that I argue competition had some unintended consequences, but, again, he offers no rebuttal. Instead, he suggests that I add in discussion about Arizona, which cannot possibly inform a debate about whether takeover worked in New Orleans. He also gets sidetracked on the question of whether the National Association of Charter School Authorizers’ process for reviewing applications to operate charter schools was successful in identifying the best applications. This point is relevant to why school takeovers mattered, but not to the larger point about whether they mattered. If this were a movie review, his approach here would be equivalent to trashing the movie because he doesn’t like one of the extra actors hanging out in the background of the scenes.
His review gets more puzzling as it moves along. Greene implies that school takeover was the explanation I “prefer” for the New Orleans experience. In coming to your own judgment, you have to ask, why would I prefer this? School takeover is one of the least popular ideas in the history of education and not one I had ever written positively about in the past. The reality is that I prefer this explanation because this is what the data tell me.
Another problem with the review comes when he writes that the importance of school takeovers in New Orleans is the “heart of [my] argument.” But he never actually states what my argument is. This makes his review hard to follow, especially as the main focus of the book isn’t on making arguments at all.
My best guess is that he is referring to the conclusion that I draw late in the book that the government has some important roles to play in schooling vis-a-vis markets. (This is one of the most interesting and surprising things we learned, especially given the measurable success of the New Orleans reforms and their market orientation.) Specifically, I propose a framework that I call Democratic Choice, which suggests five general roles for government: providing accountability for schools, ensuring access to quality schools for all students, providing information and acting with transparency, ensuring engagement of families and the community in system-level decisions, and providing (some forms of) choice. Notably, this framework doesn’t call for active school takeovers, which belies his assertion that school closure is the “heart of [my] argument.” It also explicitly includes an idea—choice—that he suggests I am biased against. Puzzling indeed.
In any event, you don’t need to support any element of the Democratic Choice framework to get something useful from the book. In fact, my greatest concern with Greene’s review is that it gets the essence of the book wrong. The value of Charter School City, in my view, is that it presents a comprehensive picture of the New Orleans school reforms, not a simplistic story, as Greene would have you believe. If you are interested in learning about the complexity of the school reforms, if you want to hear from supporters and opponents of the reforms in their own words, if you want to hear the vast trove of evidence (in New Orleans and beyond) woven together, if you want to hear what went well and what did not, if you want to be surprised and engaged, and if you want to use all of this to think deeply about the roles of government and markets, then I think you will find the book worthwhile.
I can understand why Greene would oppose a book that affirms some roles for government. He generally opposes roles for government (beyond funding), and sometimes he makes interesting and important points to support that view. Especially in this time of political polarization, we need to listen to people who think differently than ourselves. But having a different perspective is not enough. We have to really listen to one another’s arguments, think about the elements of those arguments and supporting evidence, and analyze each part. This is where Greene’s review falls short. At the end of his critique, he writes, “well-done case studies … make their accounts compelling … [using] standards of evidence and logical argumentation.” I agree, and I wish he had applied that same standard to his review.
The New Orleans school reforms certainly do draw strong reactions. This is because the stakes are high. After a quarter-century of mostly small experiments with school choice, charter schools, and reduced job protections for teachers, New Orleans was the first to try them all at once, at scale. For that reason, we’ll be talking about the city’s experiences for years to come. I believe Charter School City is a valuable resource in that discussion.
Douglas N. Harris is professor and chair of the economics department at Tulane University and is author of Charter School City. He is also Tulane’s Schlieder Foundation Chair in Public Education and director of the Education Research Alliance for New Orleans and the National Center for Research on Education Access and Choice (REACH).
The post What Charter School City Actually Says appeared first on Education Next.
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Former Vice President Joe Biden is running for president to restore the soul of the nation. He believes it’s time to remember who we are. We’re Americans: tough and resilient. We choose hope over fear. Science over fiction. Truth over lies. And unity over division. We are the United States of America. And together, there is not a single thing we can’t do. Join Team Joe today:
The Senior Editor of Education Next, Paul E. Peterson, joins Editor-in-chief Marty West to discuss the results from the 2020 edition of the Education Next survey, including how the Covid-19 pandemic may have shaped public opinion on digital learning.
“Amid Pandemic, Support Soars for Online Learning, Parent Poll Shows,” by Michael B. Henderson, David Houston, Paul E. Peterson, M. Danish Shakeel and Martin R. West, is available now.
The EdNext Podcast is available on iTunes, Google Play, Soundcloud, Stitcher and here every Wednesday.
— Education Next
The post EdNext Podcast: Results of the 2020 Education Next Survey of Public Opinion appeared first on Education Next.
By: Education Next
Title: EdNext Podcast: Results of the 2020 Education Next Survey of Public Opinion
Sourced From: www.educationnext.org/ednext-podcast-results-2020-education-next-survey-public-opinion/
Published Date: Wed, 19 Aug 2020 08:59:12 +0000
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Former Vice President Joe Biden is running for president to restore the soul of the nation. He believes it’s time to remember who we are. We’re Americans: tough and resilient. We choose hope over fear. Science over fiction. Truth over lies. And unity over division. We are the United States of America. And together, there is not a single thing we can’t do. Join Team Joe today:
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Former Vice President Joe Biden is running for president to restore the soul of the nation. He believes it’s time to remember who we are. We’re Americans: tough and resilient. We choose hope over fear. Science over fiction. Truth over lies. And unity over division. We are the United States of America. And together, there is not a single thing we can’t do. Join Team Joe today:
This graphic accompanies “Amid Pandemic, Support Soars for Online Learning, Parent Poll Shows: Results from the 2020 Education Next Survey of Public Opinion,” by Michael B. Henderson, David Houston, Paul E. Peterson, M. Danish Shakeel, and Martin R. West.
The post Education Next Annual Poll: Trends Through 2020 appeared first on Education Next.
By: Education Next
Title: Education Next Annual Poll: Trends Through 2020
Sourced From: www.educationnext.org/ednext-poll-interactive-trends-through-2020-public-opinion/
Published Date: Tue, 18 Aug 2020 00:00:16 +0000
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Former Vice President Joe Biden is running for president to restore the soul of the nation. He believes it’s time to remember who we are. We’re Americans: tough and resilient. We choose hope over fear. Science over fiction. Truth over lies. And unity over division. We are the United States of America. And together, there is not a single thing we can’t do. Join Team Joe today:
Poverty is not a crime. As state attorney in Florida, Monique Worrell will end cash bail and the school-to-prison pipeline.
Watch the full conversation on transforming our justice system tonight at 7:00 pm ET on our social media.
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